CHILDREN'S CONCEPTUAL UNDERSTANDING OF COUNTING

CHILDREN’S CONCEPTUAL UNDERSTANDING OF COUNTING
This paper describes a design research study with ten second-grade students who are
part of the Measure Up (MU) research and development project underway at the
University of Hawai‘i. Students were asked how they counted in multiple bases,
specifically how they knew when to go to a new place value and why it was necessary
to do so. All ten students showed skillfulness in counting and representing the
numbers, but analysis of their responses showed different levels of generalization of
method and explanation of underlying ideas.
INTRODUCTION
Theoretical Foundation of Measure Up and Counting
Proceedings of the 28th Conference of the International
Group for the Psychology of Mathematics Education, 2004 Vol 4 pp 209–216

GL
GLL
G
BTTBBTT
B
before
4–210 PME28 – 2004

FB
E
F
F
B
E
BE
B
KNBC
T
KA
A K
K N
L
B
C
T
L
E
E
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DESCRIPTION OF THE STUDY
Educational Research, Volume 32, No.1
Description of Questions
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Analysis of Response
E
Table I: Grade 2 Response Categories with Examples
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RESULTS
Table II: Second Graders’ Responses by Category
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IMPLICATIONS
References:
Educational Researcher, (32)
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Children’s capacity for
learning mathematics. Soviet Studies in the Psychology of Learning and Teaching
Mathematics, Vol. VII
Children’s capacity for learning
mathematics. Soviet Studies in the Psychology of Learning and Teaching
Mathematics, Vol. VII
Developments in Mathematical Education: Proceedings of the Second
International Congress on Mathematical Education.
Focus on Learning Problems in
Mathematics9
Mind in society: The development of higher psychological
processes
4–216 PME28 – 2004